Master of Public Health Degree Online

Program Info

Master’s in Public Health Online

The Master of Public Health (MPH) degree at A.T. Still University prepares graduates to become seasoned professionals in the field of public health. The focus of this master’s in public health online is to create elite healthcare professionals who are prepared and driven to make a difference and lead the future of healthcare. This master’s program is uniquely designed in close alignment with newly published public health standards, thus cultivating experienced, modern leaders who will excel in a wide range of public health professions.

The Master of Public Health degree program is offered through ATSU’s College of Graduate Health Studies (CGHS). All core master’s in public health online courses are taught by our renowned and highly qualified doctoral-level public health faculty including industry leaders, top national public servants and public health academic innovators. As class size is limited to 16 students, valuable and extensive one-on-one student-faculty interaction allows for the cultivation of lifelong relationships and professional public health connections.

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This master’s in public health online aims to empower its students to take their influence and abilities to a new and highly professional level. This includes the integration of highly contemporary public health industry resources such as leveraging social media to extend the impact of public health professionals’ efforts. While utilizing forward thinking strategies and technological resources is an important component of this public health degree, students enrolled in the Master of Public Health program will also gain world-class, timeless knowledge on the foundation of the public health field.

While earning a master’s degree in public health at ATSU, you will have all the resources necessary to keep your career moving forward in one seamlessly integrated public health degree.

A.T. Still University is accredited by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 S. LaSalle Street; Suite 7-500; Chicago, IL 60604, Phone: 800.621.7440.

Related Master of Public Health Degree Programs

Master of Public Health Degree Faculty

ATSU College of Graduate Health Studies (CGHS) instructors have diverse academic and working backgrounds in public health, and all hold doctoral degrees. Their academic areas of interest include access to care, workforce issues, impact of water shortages, preventive health care, health disparities, injury prevention, maternal and child health, health policy and cultural disparities.

ATSU-CGHS faculty and staff are dedicated to your success, and comprehensive student services are available, including advising, tutoring, career services and technical support.

Dr. Altman is the Professor and Dean of the College of Graduate Health Studies at A.T. Still University. He also serves as director of public health, at ATSU’s Arizona School of Dentistry & Oral Health.

Dr. Altman graduated from The University of Texas Dental Branch in 1983 and then completed his master’s degree in public health at The University of Texas School of Public Health in 1989. He became board certified in dental public health in 1999, then completed a master’s degree in business administration at The University of Phoenix (2002) and a master’s degree in bioethics from Midwestern University (2004). He also received his doctor of health science degree from ATSU’s Arizona School of Health Sciences (2012).

Dr. Adler is the Associate Dean for Assessment and Student Success at the College of Graduate Health Studies (CGHS). She began teaching for the College of Graduate Health Studies in 2006, became the Program Chair for Health Administration in 2009, and became the Associate Dean in 2012.

Dr. Adler holds a Doctorate in Healthcare Administration and Leadership from the Medical University of South Carolina. She has more than 25 years of varied experience in the not-for-profit health care industry, spending the bulk of her career working at safety-net hospitals in urban Detroit.

During her tenure in administrative roles, Dr. Adler worked closely with physicians in medicine and surgery, having direct oversight of those departments and subspecialties, and gained extensive knowledge in public health, epidemiology, social and behavioral sciences, and environmental health sciences. Through her formal training and work, Dr. Adler has a strong background in health services administration as well as public health. She is a patient advocate, understands the plight of the underserved and underinsured, and has worked to incorporate patient-centered care into the curriculum with the understanding that prevention and whole person healthcare are the keys to a healthy community and society.

Mary-Katherine Smith, DrPH, MPH, MCHES, CPH, is department chair and associate professor with A.T. Still University’s College of Graduate Health Studies, MPH program, and is part-time faculty with Capella University’s School of Public Service Leadership.

Dr. Smith holds a doctorate of public health with an emphasis in social and behavioral sciences from the University of North Texas Health Science Center in Fort Worth, a master’s in rural public health from Texas A&M University Health Science Center School of Rural Public Health, and a bachelor’s in biology from Texas A&M University. She earned a master certified health education specialist and is certified in public health.

Dr. Smith has extensive experience in epidemiology, program planning, community health, and public health preparedness; with experience working in the non-profit sector, government sector as well as in academia. She has been teaching online since 2007, and has completed and obtained her online teaching certificate from Sloan-C and is currently working toward her certificate in online instruction.

Prior to becoming a full time academic, Dr. Smith was the first full time pandemic program planner in the state of Texas at Dallas County Health and Human Services. Key activities included enhancing existing surveillance systems for seasonal influenza, educating community leaders through created lectureships and programs, and provide consulting services for agencies in developing their own business continuity and continuity of operations plans. Prior to her employment for Dallas County she worked as a community health facilitator for Catholic Charities in the Diocese of Fort Worth, focusing on community health education and outreach.

Dr. Smith has published multiple research articles on pandemic planning and emergency preparedness, and on social media in educating diverse populations; she also presents regularly at national conferences on rural border health issues, social media and water scarcity as a public health issue, this includes presentations at American Public Health Association and National Rural Health Association. She has served as a national spokesperson for the American Heart Association as well as former chairman of the American Heart Association Cultural Health Initiatives Tarrant County Task Force. She is a member of the National Society of Public Health Education and the U.S. and Texas Public Health Associations, as well as the National Rural Health Association.

Dr. Altman is the Dean and professor of the College of Graduate Health Studies at A.T. Still University. He also serves as director of public health, at ATSU’s Arizona School of Dentistry & Oral Health.

Dr. Altman graduated from The University of Texas Dental Branch in 1983 and then completed his master’s degree in public health at The University of Texas School of Public Health in 1989. He became board certified in dental public health in 1999, then completed a master’s degree in business administration at The University of Phoenix (2002) and a master’s degree in bioethics from Midwestern University (2004). He also received his doctor of health science degree from ATSU’s Arizona School of Health Sciences (2012).

Shachi Shantinath, DDS, PhD, MPH
Associate Professor Read BioClose

Dr. Shantinath is a multi-disciplinary professional who has worked in the academic, governmental, non-governmental, and private sectors.

She specializes in pediatric dentistry and public health dentistry, and is licensed to practice dentistry in the United States and psychology in Switzerland. Her expertise includes oral health, mental health, and the use of technology for health information dissemination and large-scale social change.

Dr. Shantinath holds a joint appointment with the College of Graduate Health Studies and the Arizona School of Dental and Oral Health, where she teaches full time in the dual-degree MPH-Dental and Public Health certificate programs. In addition to working in oral health, she has been recognized by experts in psychology and public health for her innovative strategies to address the global epidemics of violence and depression. Prior to coming to ATSU, she taught pediatric dentistry and health psychology in the United States and public health and health psychology in Switzerland.

Her work has been supported by universities, foundations, UNICEF, NIH, and the Swiss Secretary of Economic Affairs. She has field experience in St. Lucia, the Dominican Republic, and Ethiopia. In addition to publishing in professional and scholarly journals as a writer and editor, her work for lay readers on emotional health has been read by more than one million people in 20 countries. She is the author of the book The Time-Starved Woman’s Guide to Emotional Wellbeing - Tools and Strategies for Balance.

Dr. Shantinath holds a DDS degree from Northwestern University, a master’s degree in public health from Harvard University, and a doctorate degree in clinical psychology from the University of Vermont. Her post-graduate work includes internships, residencies, and fellowships at Eastman Institute (formerly Eastman Dental Center) at the University of Rochester, the New York City Department of Health, the University of Washington, Montreal General Hospital, and Stanford University.

David Denali
Associate Professor

Lihua Dishman
Associate ProfessorRead BioClose

Ms. Dishman earned a master of business administration in finance, business, and economics from Wayne State University in Detroit, Mich., and a bachelor of science in statistics and economics from Shanghai University of Finance & Economics in Shanghai, China.

She has nearly 27 years teaching experience with traditional and non-traditional graduate and undergraduate degree programs in managerial finance, statistics, research methodology, and more. Ms. Dishman has delivered courses in 100% online, residential, and hybrid modalities. In addition, she has nearly two decades of global financial management experience. Her expertise includes global corporate treasury, global capital markets, and more.

Ms. Dishman led the structure and issuance of multi-billion dollar asset-backed securities within a global treasury group. As lead auditor for a multinational corporation, she successfully completed high profile and strategically critical international assignments. She was a consultant of global corporate finance with a Fortune 10 company for nearly five years following more than six years in private investment banking and institutional asset consulting.

As a member of the CFA Institute and the CFA Society of Detroit, her research interests include financial impact of healthcare reform on healthcare providers, healthcare cost effectiveness of promoting health well-being at workplaces, and how to invest donor assets prudently in not-for-profit healthcare systems.

Jim Guillory
Professor

Gregory Loeben, PhD
Associate ProfessorRead BioClose

Gregory Loeben, PhD, is an associate professor and practicum coordinator in the Master of Public Health program at A.T. Still University, College of Graduate Health Studies.

Dr. Loeben was awarded a bachelor’s degree in philosophy and environmental studies from the University of Vermont, and earned his master’s and doctorate degree in philosophy from the University of Arizona.

Dr. Loeben served as associate professor and coordinator of bioethics at Midwestern University in Glendale, Arizona, where he created and managed the Master of Medical Ethics program. Prior to Midwestern Dr. Loeben was coordinator of the outreach program at the University of Pennsylvania Center for Bioethics.

Dr. Loeben has served as a consultant or advisor on medical ethics issues to numerous healthcare institutions. He has an extensive background working with healthcare ethics committees and research institutional review boards, both as a trainer and as a member. Dr. Loeben is currently a clinical ethicist on the consultation services at Phoenix Children’s Hospital, Banner Good Samaritan Regional Medical Center, and the Scottsdale Healthcare System. He has published broadly on medical ethics and is regularly invited to speak to public and professional groups on a wide range of medical ethical issues.

Dr. Loeben’s research interests include ethical issues in medicine and public health, access to healthcare/healthcare disparities/social justice, social determinants of health, clinical ethics, and end of life planning and decision making.

Mary-Katherine Smith, DrPH, MPH, MCHES, CPH, is department Chair and associate professor with A.T. Still University’s College of Graduate Health Studies, MPH program, and is part-time faculty with Capella University’s School of Public Service Leadership.

Dr. Smith holds a doctorate of public health with an emphasis in social and behavioral sciences from the University of North Texas Health Science Center in Fort Worth, a master’s in rural public health from Texas A&M University Health Science Center School of Rural Public Health, and a bachelor’s in biology from Texas A&M University. She earned a master certified health education specialist and is certified in public health.

Dr. Smith has extensive experience in epidemiology, program planning, community health, and public health preparedness; with experience working in the non-profit sector, government sector as well as in academia. She has been teaching online since 2007, and has completed and obtained her online teaching certificate from Sloan-C and is currently working toward her certificate in online instruction.

Prior to becoming a full time academic, Dr. Smith was the first full time pandemic program planner in the state of Texas at Dallas County Health and Human Services. Key activities included enhancing existing surveillance systems for seasonal influenza, educating community leaders through created lectureships and programs, and provide consulting services for agencies in developing their own business continuity and continuity of operations plans. Prior to her employment for Dallas County she worked as a community health facilitator for Catholic Charities in the Diocese of Fort Worth, focusing on community health education and outreach.

Dr. Smith has published multiple research articles on pandemic planning and emergency preparedness, and on social media in educating diverse populations; she also presents regularly at national conferences on rural border health issues, social media and water scarcity as a public health issue, this includes presentations at American Public Health Association and National Rural Health Association. She has served as a national spokesperson for the American Heart Association as well as former chairman of the American Heart Association Cultural Health Initiatives Tarrant County Task Force. She is a member of the National Society of Public Health Education and the U.S. and Texas Public Health Associations, as well as the National Rural Health Association.

Denice Curtis is originally from Quito, Ecuador, where she earned a Doctor of Dental Surgery degree from Central University in 1981. In 1994, she was awarded a Fulbright scholarship and obtained a master’s degree in public health with honors at the University of Kansas, Department of Preventive Medicine & Public Health. In 2010, she earned a doctoral degree in health sciences at NOVA Southeastern University, Fort Lauderdale-Davie, Florida, with an emphasis on global health.

Dr. Curtis is a full-time online professor. She teaches online classes for three universities in the United States and for the University of Liverpool. She teaches basic epidemiology and research methods for the Master in Health Science program at NOVA Southeastern University; epidemiology and statistics for Public Health Research for the University of Liverpool; infectious disease epidemiology and international health for the Master in Public Health program at the University of Kansas; dental epidemiology, research methods, and dental ethics for the Master in Public Health program at ATSU, and health policy for the Doctor of Health Sciences program at ATSU.

Her research interests include identifying barriers for access to medical and dental care for the uninsured, underinsured, and minority populations and assessing community approaches that address women’s health in developed and developing countries.

Stacy Braiuca
Adjunct

Chris Miller
Adjunct

Ann Nevers
Adjunct

Larry Wolod
Adjunct

Master of Public Health Degree Admissions

ATSU’s renowned master of public health online program admits public health professionals who have diverse graduate education, work history and life experiences. Qualified candidates demonstrate an ability to pursue a rigorous course of graduate academic study and hold increasingly responsible positions in public health.

Students are selected by an admission committee that considers the overall qualities of the applicant through application content, academic record, prior experience, letters of evaluation, and personal motivation. In special circumstances, a personal interview may be required.

Application requirements for the Master of Public Health online program include:

Bachelor’s degree or higher from an accredited university. Applicants who graduated from a university outside the United States must provide a degree equivalency evaluation.

Completed admissions application.

Official transcript from a qualifying degree-granting institution. For students using VA benefits transcripts for all institutions attended are required.

Non-refundable application fee submitted with application.

Minimum Cumulative Grade Point Average (CGPA) of 3.0 (4.0 scale) at the qualifying degree institution. Candidates with a GPA below 3.0 may apply by completing an additional essay during the application process to explain factors that precipitated a student’s low GPA and how and why a student will be successful in a program. Students who did not attend an institution where a GPA system was used are required to petition the program chair.

A current resume.

Completion of essay and two professional references.

Test of English as a Foreign Language (TOEFL) for applicants when English is not their first language. The Computer Based Test (CBT), Internet Based Test (iBT), or the Paper Based Test (PBT) are accepted. The following are the minimum required score based on test type:

Completion of background check, using a vendor selected by ATSU. CGHS requires criminal background checks on matriculants to ensure the safety of patients and employees. The checks are conducted by an ATSU selected vendor. The student will pay the cost of the criminal background check directly to the vendor. Failure to comply with this mandate will result in denial to matriculate. Applicants who fail to disclose anything on their application that is returned on their background check report will have that finding reviewed by an University Official.

Technology requirements: All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.

Federal financial assistance is available for qualifying students. For information on financial aid, please visit ATSU’s Financial Services department online or contact them at 866.626.2878 or by email at financialaid@atsu.edu

MISSOURI CAMPUS

ARIZONA CAMPUS

Investing in your future as a student is one of the most important steps you will take in your life. ATSU can help you put together a financially-sound aid package that will let you focus on getting an exceptional education instead of worrying about how you will finance it.

Students must be registered at least half-time to receive financial aid. Half time is defined as taking five credits each quarter. Financial Aid is available to students who are simultaneously enrolled at KCOM or ASHS. Contact the Student Financial Services at 866.626.2878, ext. 2529 for more information. All students receiving financial aid, whether through Student Financial Services or other institutions, must notify our office of their status.

THE 9 STEPS REQUIRED FOR A STUDENT TO RECEIVE FINANCIAL ASSISTANCE ARE AS FOLLOWS:

The student completes the Free Application for Federal Student Aid (FASFA) or a Renewal FAFSA by going to www.fafsa.ed.gov and following the instructions on the website. ATSU’s school code is G02477.

The Central Processing System (CPS) performs matches and edits, calculates a student contribution, and sends the data back to the processor.

ATSU receives the information electronically (ISIR) within three to five business days.

The student looks over the Student Aid Report (SAR) and, if accurate, keeps it for his/her records. If any corrections are needed, the student contacts the Financial Assistance Office.

Student Financial Services performs verification and then sends an electronic award letter to the student’s ATSU email address, along with instructions for completing the loan applications and other required forms.

The student accepts, refuses, or modifies the award letter and submits all required forms to the Financial Assistance Office.

Student Financial Services looks over the required forms and transmits the loan data to Sallie Mae.

The lender wires the funds by Electronic Funds Transfer (EFT) to the school or sends the institution a loan check.

If by EFT, all funds will be applied to the student’s account. The refund will be directly deposited to the student’s bank account if so desired by the student and proper documentation is on file.

Eligibility for Financial Assistance

Eligibility or unmet financial need is determined by subtracting a student’s expected contribution from the student budget. The student’s expected contribution is listed on the Student Aid Report (SAR) and is based on the student’s financial strength. Students may choose to receive financial assistance up to their unmet financial need. For example, if a student’s budget is $9,000 and the expected contribution is $5,000, the student’s unmet financial need is $4,000. The student may receive financial aid through scholarships, loans, etc., to arrive at this figure. (Note: Students may use the Unsubsidized Federal Stafford Loan or any private loan to replace their expected contribution.) Every effort will be made to meet the student’s need, but in some instances, the student may have to rely on other outside resources. It is of critical importance to be creditworthy, as most private loans require a credit check.

Satisfactory Academic Progress for Federal Financial Aid

According to the United States Department of Education regulations, (34CRF 668/16 and 668.34 and October 29, 2010 Final Federal Register), all students receiving federal financial assistance must meet and maintain satisfactory academic progress. Student Financial Services will review the academic progress of financial aid recipients after each payment period. Satisfactory academic progress (SAP) is measured in terms of qualitative and quantitative standards.

Qualitative Measure

The qualitative measure of a student’s progress is measured by cumulative grade point average. The minimum cumulative GPA students must maintain for financial aid is as follows:

Minimum Cumulative Grade Point Average at A.T. Still University

2.0 for all programs on 4.0 scale

70% for all programs on 100% scale

Quantitative Measure

Maximum Time Frame

Financial aid recipients must complete an educational program within a time frame no longer than 150% of the published length of the educational program. All attempted withdrawn, failed, repeated, and/or transferred credits that apply to a student’s program count toward this maximum time limit. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 credit hours before financial aid eligibility is suspended (120 x 150% = 180). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 x 150% = 7650).

Pace of Progression

Pace of progression is required to ensure students complete within a maximum time frame and that the pace is measured at each standard review time. Financial aid recipients must maintain a 67% minimum completion rate for attempted credit hours or contact hours. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 hours before financial aid eligibility is suspended (120 divided by 180 = 67%). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 divided by 7650 = 67%).

Dropped, failed, and remedial courses for which no credit is received do not count towards credit hours earned. Credit hours for a course are earned by completing and passing the class.

Financial Aid Warning

Failure to meet the minimum academic progress requirements will result in a student being issued a financial aid warning. Students issued a financial aid warning will have one payment period to correct a progress problem due to qualitative or quantitative standards. Students will be notified of their status in writing via ATSU email. Students issued a financial aid warning will have an opportunity to file an appeal to request financial aid probation prior to the upcoming standard review time, which is at the end of each payment period.

Financial Aid Probation

If a student appeals their financial aid probation status and the appeal is approved, that student is put on financial aid probation for one payment period. Students may receive federal financial aid while on financial aid probation if he/she meets the terms of his/her appeal decision. If a student fails to meet SAP standards during the term of financial aid probation, he/she may request an additional appeal.

Financial Aid Suspension

Students who fail to meet the requirements of the financial aid warning or do not appeal their financial aid probation status are placed on financial aid suspension and are not eligible for federal financial aid. These students will receive written notification to their ATSU email account of their failure to comply and that future federal aid will be canceled.

Appeal Procedure

Students who have been issued a financial aid warning may submit a written appeal for reinstatement of eligibility prior to the start of the next payment period. Occasionally, extenuating circumstances contribute to their inability to meet the requirements for satisfactory progress. Extenuating circumstances include, but are not limited to, the following:

Death of an immediate family member

Severe injury or illness of the student or an immediate family member

Emergency situations such as fire or flood

Legal separation from spouse or divorce

Military reassignment or required job transfers or shift changes

Students whose appeal is denied must establish eligibility by completing courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard before any additional federal aid will be disbursed.

Students who have extenuating circumstances may appeal using the following procedure:

Submit a completed Appeal form. Student will be notified if additional supporting documentation is required.

Appeal packet is presented to the SAP Committee for consideration.

Student is notified via email of the SAP Committee’s decision and recommendations.

Reinstatement

Federal financial aid may be reinstated when one of the following conditions has been met:

The student completes courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard.

- OR -

The student files an appeal and the SAP Committee approves the appeal. It is the student’s responsibility to notify Student Financial Services when reinstatement conditions have been met.

Enrollment Status Policy

Full-time enrollment definition

Students enrolled in the Doctor of Dental Medicine and Doctor of Osteopathic Medicine are always defined as full-time.

Half-time enrollment is defined by enrollment in a minimum of five (5) quarter credit hours or three (3) semester hours.

Enrollment Status Definitions 1 Quarter Credit = .67 semester credit

Program

Minimum # of Credit Hours

Minimum # of Credit Hours

Full-Time

Half-Time

Osteopathic Medicine and Dental

Enrollment is always full-time

All other programs

9/quarter, 6/semester

5/quarter, 3/semester

Student Budget Determination

The student expense budget is determined each year by the Director of Student Financial Services. Every effort is made to ensure that allowances in each category are realistic and fair. Although the Director of Student Financial Services determines the average student budget, students having credit history difficulties may not be able to borrow the full budgeted amount due to the private loans being based on creditworthiness.

Verification

Verification is the process by which Student Financial Services checks the accuracy of the information submitted by the student when applying for federal financial aid. It is intended to reduce errors in the financial information that students submit so eligible applicants can receive the correct amount of financial assistance.

ATSU will verify all applicants who are selected for verification from the federally approved edits. If selected, students will need to submit a signed copy of their federal income tax return from the prior calendar year along with a verification worksheet. ATSU will compare the tax return and the verification worksheet to the Institutional Student Information Record (ISIR) to verify required items. Financial aid will not be awarded until the verification is complete.

Special Conditions

Professional judgment allows the Director and Assistant Director the flexibility to handle individual students with extenuating circumstances on a case-by-case basis. This authority is clearly stated in the regulations and is used as needed. The adjustments may be made in the cost of attendance, expected family contribution, or satisfactory academic progress.

Although every effort is made to meet a student’s financial need, financial assistance is not an entitlement and, in some instances, not all of a student’s need will be met.

Financial Planning

Setting Goals

Financing your education is an investment in your future. As a major investment, it should be entered into with conscientious planning. Setting goals and establishing a game plan are essential in order to minimize your debt.

A simple financial plan begins with the establishment of a long-term goal. As you plan your strategies to reach this end, keep in mind that your short- and mid-term goals should be consistent with and built upon this long-term goal. To help keep you on track, it is important to develop a budget.

A budget lists all sources of income, as well as all estimated expenditures. To make a budget work for you, keep the following points in mind:

Have a written plan

Set realistic goals

Establish priorities

Keep expenditures below income

Stick to your game plan

It is important for you to determine your needs so that you will borrow only the amount necessary, rather than the amount for which you are eligible. In the end, you may pay back 2-3 times the amount you borrowed. Therefore, the less debt you accrue in school, the more financially secure you will be later.

Tuition

For online programs, tuition is due 14 calendar days prior to the first day of class. For programs with payment per credit or course, the tuition covers the payment for the coming quarter. For programs that have payment per program, payment in full is due prior to the start of the program or per their admissions agreement on a quarterly payment schedule. The Controller’s Office will receive tuition payments and make refunds as necessary. Delinquent tuition penalties accrue at 1 1/2% per month, which is 18% per year.

Electronic Funds Transfer (EFT) Policy

The Department of Education is encouraging and, at times, requiring educational institutions to become paperless. Therefore, funds received through federal and private loans will normally be transferred electronically to a student’s account at ATSU. Students will receive a receipt itemizing the type of loan and amount credited to their account at the institution. Funds electronically transferred above what is owed for tuition and fees will promptly be refunded to the student by check or deposited directly to the student’s bank account. (Students that have lenders that do not wire money to ATSU will receive their financial aid through a co-payable check.) Generally, funds are available when tuition is due.

Direct Deposit

Many banks in states outside of Missouri make students wait 10 business days to tap their loan funds when deposited by check. Therefore, we require all students to use direct deposit where ATSU wires money to the student’s bank account. This way, the money is available on the day it is wired to the bank.

Master of Public Health Curriculum Overview

The online Master of Public Health curriculum provides comprehensive training that develops leaders who are fully prepared to address society’s healthcare issues. All core courses are taught by ATSU’s exceptional, doctoral-level faculty, which includes former top national public servants, industry leaders and academic innovators in public health.

Courses

Course descriptions, course durations and related information are subject to change. Courses are presented in order of a typical student academic degree plan.

This course is a comprehensive introduction to public health within the context of the U.S. healthcare system. Contents include the concept of public health, its problems in the context of social and community factors, its development from a historical perspective, the role and mission of public health organizations, and an overview of current public health concepts, models, and policy

Biostatistics is the study and development of statistical, mathematical, and computational methods applied to biological, health, and human sciences . Biostatisticians play a key role in the design, conduct, and analysis of research studies in areas of health and disease, and create and apply methods for quantitative research in health-related fields. Topics covered include data description, probability, distribution of random variables, applications of the binomial and normal distributions, estimation and confidence intervals, hypothesis testing, contingency tables, regression, and analysis of variance. Additional topics include an introduction to statistical computing and data management, non-parametric statistical methods, and demographic measures. Students need to use a statistical program (Microsoft Excel® or other program) to assist with computations.

​This course examines the study of disease in populations from a public health perspective. Topics include research methods, study designs, sampling, data analysis, interpretation of data, and application of findings for public health policy.

This is a survey course providing an overview of the policy process as applied to health. Similarly, it provides introductory content dealing with how public health and other health organizations are organized and managed.

Life-long learning is an integral skill in the healthcare industry. The ability to become a life-long learner depends on sustainable assessment skills. In this course we will focus on developing and enhancing your skills related to search strategies, problem statements, literature reviews, and proposal preparation.

This course discusses the structure of the political process in health policy making. It covers the political roles of selected health professionals and the legislative, executive, and judicial branches of government in health policy. This course provides practical mechanisms to intervene on behalf of programs or institutions.

The course will introduce students to the field of health informatics and its application to public health. Students will learn fundamental principles of computer science and computer information technology. They will apply these principles to understanding proper use of healthcare data and its inherent pitfalls concerning privacy, security, ethics, and data interoperability. The course will also provide an overview of the use of networking technology in the collection and distribution of health information, with emphasis on electronic and personal health records. Focus will be given to clinical application of informatics tools in evidence-based medicine, epidemiology, bioinformatics, imaging, and research. Students will also utilize publicly available information systems, such as national vital statistics, pertaining to morbidity data and environmental public health.

This course provides an introduction to ecology and ecological principles and how human population pressures affect them. Man’s impact on biotic and abiotic components of the earth is examined as well as environmental factors affecting public health. Particular emphasis is placed on the impact of anthropogenic, chemical, and physical stressors and their impact on various ecosystem components and man.

This course requires completion of a project in an approved supervised public health setting emphasizing evaluation and service delivery, planning, or operations resolving a management problem or evaluating a program component. This eight-quarter credit hour practicum requires 240 contact hours in a supervised public health environment (8 credit hours, pass/fail).

This course explains the role of biology in the ecological model of population-based health. This course integrates general biological and molecular concepts into public health and looks at how biological, chemical, and physical agents affect human health.

This course focuses on the community health needs assessment process. Students will learn the various methods and tools currently used to identify the health status indicators and available assets to be used to respond to important health problems and risks at the community level. As part of this course, students will have hands-on experience collecting primary and secondary data, and then analyzing and evaluating it.

This course will focus on evidence-based decision-making in health improvement planning. The Guide to Community Preventive Services and the Community Health Resources database will be integral to the course. Students will learn how to identify the current health policies and systems in place in the community; how to develop a community action plan to improve the policies and environment to form safe and healthy communities; and how to identify and involve stakeholders in the process.

Social and epidemiological basis of health education overviews are provided. Tools are developed for assessment of community, institutional, and individual educational needs. Planning, implementation, and evaluation of health education programs designed to develop and reinforce positive health promotion and prevention practices are explored.

Program Electives

ATSU’s College of Graduate Health Studies requires students to complete their program of study by selecting two elective courses that are of interest to them or meet their career needs. Electives are grouped by areas of focus. Students may choose to take both elective courses from the same focus grouping or may choose to further customize their learning experience by selecting courses from varying focus groups. All electives are four credit hours.

Health Program Planning

Evaluation of health promotion programs in a variety of settings serve as a guide for the development and evaluation of health promotion programs that give students an opportunity for practical application in their work environment. Analysis and evaluation of a health program and its success after implementation are the focus of this course.

A Lifespan Approach: This course provides a comprehensive introduction to the U.S. healthcare system. Healthcare terminology, concepts, critical issues, and a description of existing delivery systems are presented. This course includes the mission of public health, models of health promotion and disease prevention, and determinants of health and health services utilization. The organization, delivery, financing, payment, and staffing of the U.S. healthcare system are described. Issues of competition, regulation, technology, access, quality, primary care, long-term care, mental health, and bioethics are discussed.

Health Policy

This course is an application of policy analysis to the financing of public health in the United States. It examines healthcare from a public policy perspective to understand the underlying social and economic issues that frame the political finance debates.

This course provides an overview of international public health issues with an emphasis on economically less developed countries in the areas of diseases, programs, health systems, and health policies and the various approaches nations adopt to deal with them. It explores the public health problems facing low and middle-income countries today and identifies their three greatest global challenges: reproductive health, infectious disease, and nutrition.

This course examines the health of human populations from a historical perspective and will investigate the science of improving human health. Case studies are provided that will focus on the roots of contemporary public health knowledge and health policy. Topics include responses to epidemics, racial and economic disparities in healthcare services, the development of policy infrastructures, and global health.

Geriatric Health

The development and maintenance of a community-based healthcare model are the focus of this course. Administering programs to sustain and promote a state of healthy well-being in the community and activate community resources are discussed as well as the impact of emerging models of community based healthcare programs.

Cultural changes have affected the perceptions of aging and its impact on intergenerational relationships. This course examines the impact those cultural changes may have on the future direction of the healthcare industry. HMP 858 Death and Dying, Life and Living: Learners review death, dying, and bereavement. During the exploration of these topics, this course also covers the developmental perspective, legal and moral issues, and current events.

Leadership Development and the Role of Coaching

Students learn what coaching is and is not, the construct of an effective coaching alliance, the use of intuition, listening, and powerful inquiry in moving through resistance to engendering goal attainment and accountability. Students will also understand the ethics of coaching. In addition to traditional discussion forums and papers, coaching practice as part of exercises is expected, and a live oral coaching experience with the instructor is required. The objective is for students to have coach-like skills to use in leadership and management situations to improve collaboration, connection, and community within or outside a public health organization.

This course provides the student with an understanding of personal behavioral and communication styles and how to apply the principles of leadership and management coaching in a public health organization. The skills learned will improve active listening and dialogue that is effective in any situation. Students are provided the opportunity to review real-life coaching situations in leadership, develop a life purpose journal, and their own coaching journal.

Global Health

Global healthcare is an emerging priority for organizations and governments worldwide because of the impact on international economic stability. Technology, research, and the advancement of healthcare interventions have produced improvements in health outcomes for many. Unfortunately, these advancements have also led to inequalities in health status within and between countries. The world is faced with new challenges such as the potential for pandemics, an aging population, a diminishing healthcare workforce, and the stresses of determining resource allocation. This course explores the many facets of global health to expose the student to the complexity of the concepts that impact healthcare in developing and developed countries.

Community Health

In this course, students will learn about the history and use of multiple types of social media in community health at the local, state, and federal levels. The ethics of using social media, current accepted standards, and best practices in using social media in a community health setting will be covered. Students will practice using multiple forms of social media and create a community health social media campaign.

As a leading provider of quality healthcare for area residents, Waianae Coast Comprehensive Health Center also provides community employment and health education. More than 80% of the staff are local residents, and many were trained at the affiliated Waianae Health Academy. Find out more.

From public health centers located in communities where services are needed most, to research and other leading edge whole person healthcare initiatives, you can create your own legacy by contributing to the specific cause that moves you most. Find out more.

When you give to A.T. Still University, you're not only supporting whole person healthcare education, you're also helping deliver it to where the care is needed most. Through our legacy program, we send students to underserved communities nationwide and conduct healthcare clinics at the university on occasion. Find out more.

Whole person healthcare takes an integrated approach that addresses body, mind and spirit as one. Students are encouraged to participate in wellness programs and study areas including nutrition and psychology to gain a more comprehensive understanding. Find out more.

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